CMC North Conference Program

CMC North Conference 62nd Annual Conference
Embracing Cultural Diversity in Mathematics
December 6 - 8, 2019

Pacific Grove, CA 

View the current speakers and sessions by downloading this Excel file or through the CMC Conference app. Search for CA Math Council in the app store. The schedule is subject to change.

Keynote Speakers 

Friday Night 

7:30 - 9 PM Christina Lincoln-Moore, Los Angeles Unified School District: Talk Number 2 Me: Mathematics & Mindfulness

What is school for? To educate? Do we draw out students’ talents and passion for mathematics? Social-Emotional Intelligence is the key component to engendering formidable mathematical learning. Dynamic Mindfulness is a trauma-informed mindfulness program that strengthens students’ identities as sense-makers and problem solvers. Let’s examine how the TRU Framework and Emotional Intelligence will build powerful mathematical identities and master the Standards of Mathematical Practice.


Sunday Morning

9 - 10:15 AM Robert Berry, NCTM President: Catalyzing Change: Critical Conversations in Mathematics

NCTM formed three writing teams at the early childhood/elementary, middle school, and high school levels with the intent to initiate the critical conversations in school mathematics. The Catalyzing Change series focuses on four recommendations: (a) defining the purpose of school mathematics; (b) equitable structures; (c) equitable instruction; and (d) essential concepts. This session will initiate conversations using the recommendations from the three writing teams as the frame.

10:30 - 11:45 AM Deborah Ball, University of Michigan


Friday Mini-Sessions


Grades PreK-2 (Session A) - Tracy Sola and Mia Buljan 

4-Star Rubrics Empower Students to Own their Math Community!

4-Star Rubrics empower students to take charge of their own learning by giving them a structure to develop, rate, and improve explanations and justifications, independently, with peers, and with the teacher. Rubrics are explored and developed. Video cases from diverse classrooms are featured. Learn about this equity tool that helps to create an inclusive community of teachers and learners that can help themselves and one another so that the teacher is no longer the only authority in the room!


Grades 3-5 (Session B) - Bernard Frost, Spartanburg School District

Hook Them In: The Secret to Engaging All Students in Math

Participants will explore multiple ways on how to implement lessons with fun and innovative and cultural-relevant activities that will HOOK students into the lesson while maintaining engagement and increasing student achievement. Teachers will leave this hands-on workshop with various activities to engage all students, promote academic discourse, and assist students with developing a conceptual understanding of each lesson.


Grades 6-8 (Session C) - Robert Kaplinsky

How to Help Students Become Problem Solvers, Not Math Robots

If you're frustrated because students seem like they understand what you teach them… until you see their test scores, then you'll love using problems with open middles. Come learn how to implement problems that will clearly show what your kids know, help them become problem solvers, and have them begging for more. 

Grades 7-12 (Session D) - Dan Meyer, Desmos

Every Teacher a Storytelling Teacher

Students like stories more than math. They spend their free time and money consuming stories. They produce stories themselves. Cognitive psychologists also describe stories as “psychologically privileged,” the triangle peg for our brain’s triangular hole. We’ll spend a day learning techniques for turning boring, challenging mathematics into engaging, memorable stories. (Bring a laptop. It’s a storytelling tool.)


General Interest (Session E) - Julie McNamara, CSU East Bay

Why Do Rational Numbers Make Me Feel So Irrational?

Why does 0.2 x 0.2 = 0.04? Why do we “keep, change, flip” (or is it “flip, and you can keep the change”) to divide fractions? And what’s the difference between 100% increase and 100 times increase? Most of us have had limited opportunities to develop our own “rational number sense” so we may teach these topics by resorting to tricks and memorization. We’ll explore why this is such a thorny topic as well as strategies for helping students work with rational numbers with understanding and success.